This research explores how faculty members' conceptions of assessment and confidence in assessment change as a result of an instructor training course. Based on a sample of 27 faculty members enrolled in a semester-long instructional development course, this survey-based study provides initial evidence that faculty members can develop confidence…

Digital technologies such as multi-representational tools have the potential to enhance the learning of mathematics. In light of this potential, there is a ubiquitous call to integrate such tools into mathematics teaching. However, these technologies are still underused. Teaching with technology is not an easy task and teacher competencies such as…

This article addresses why and how to support faculty working with student writers on multimodal projects at all levels across the disciplines. The authors argue that faculty need support in the design, implementation, and assessment of multimodal projects so that students are better positioned to transfer writing knowledge and (multimodal)…

Active learning has been shown to improve student outcomes and learning, yet organic chemistry instructors have been slow to adopt these pedagogies. The Chemistry Collaborations, Workshops, and Communities of Scholars (cCWCS) Active Learning in Organic Chemistry (ALOC) workshops have sought to facilitate the adoption of active learning methods by…

Micro-credentials (MCs) are a rapidly expanding element of modern teacher professional learning. In this brief, we provide a concise review of what is currently known about MCs: how they work, their strengths, their shortcomings, and what we still need to learn. For districts and states that are considering introducing MCs, this brief is designed…

Professional learning for teachers has become a staple in today's education continuous improvement system. Federal programs such as the Race to the Top Early Learning Challenge Program (RTTT), Every Student Succeeds Act of 2015, Elementary and Secondary Education Act and others have supported funds over the years to account for developing…

Purpose: Universities and higher education institutions (HEIs) are increasingly recognizing the value of coaching for professional and organizational development. This study is designed to investigate whether Cognitive Coaching, implemented as a programme in an HEI in Oman, made any difference to the behaviour and attitudes of employees holding…

This qualitative research study examined the virtual coaching experience for teachers and instructional coaches. Although there are studies to support the positive impact coaching has on teachers and student success, there is a gap in literature and studies regarding virtual coaching in elementary schools. This phenomenology study explored…

Access to high-quality computer science education remains uneven across the United States, with rural schools facing persistent barriers including limited staffing, outdated infrastructure, and constrained professional development opportunities (Gutierrez & Terrones, 2023; Showalter et al., 2019). Computer Science in Rural California (branded…

For 25 years, the National Institute for Excellence in Teaching (NIET) has partnered with states, districts, schools, and educator preparation programs to strengthen educator effectiveness and improve student achievement. This research summary provides an opportunity to reflect on the impact of NIET's initiatives on educator effectiveness, student…

ERADICATE, implemented by Iredell-Statesville Schools, was a Project Prevent grant funded by the U.S. Department of Education. The purpose of the Project Prevent funding was to target schools with students impacted by violent, aggressive, and disruptive behaviors. The district selected seven schools in the highest-need feeder pattern to implement…

Literacy teachers often feel underprepared to provide instruction that integrates technology in meaningful ways. Yet, there is evidence that teachers can be supported to overcome this barrier through professional development using a framework for instructional planning. Although efforts to support teachers' short-term technology integration have…

Faculty development programs are typically designed to broaden college/university faculty teaching expertise, increase research knowledge, or augment mentoring practice. Other than improved knowledge, skills and confidence levels, long-term benefits remain relatively unknown. The authors reviewed 414 empirical health professions faculty…

This article examines the development of a self-study/critical friend (SSCF) model of educational development. The SSCF model provides benefits for the self-study teacher in the form of personalized, sustained support. The critical friend in the pairing described here also serves as an educational development fellow, so this study provided an…

Coaching has been identified as an essential feature of effective professional development that supports teachers' abilities to translate knowledge and skills into classroom practice, which is particularly important in inclusive classrooms to address the support needs of all students. To describe how coaching intervention supports have been used…